F LIMPOPO
YO
UN
I VERSIT
Faculty of Science and Agriculture
DEPARTMENT OF PHYSIOLOGY AND ENVIRONMENTAL HEALTH
MODULE OUTLINE
Health Education and Life Competencies I
(SHEL011)
2017
MODULE OUTLINE
Module Title
Health Education and Life Competencies I
Module Code
SHEL011
No. of Credits
Physiology and Environmental Health
Department
School
Pre-requisites
Module Code
Co-requisites
Module Code
None
Module compiler
Module
evaluator
Dr M Van Staden
12
Molecular and Life
Sciences
None
Mr H Malan
Office Address
Module Lecturer
Office Address
E-mail (@ul.ac.za)
Module Lecturer
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
Ms SK Mpherwane
Ms MM.Ngobeni
Mr S Hanser
Ms MD Cele
Ms KK Senyatsi
Ms M.Matshipi
Ms.LL Mosehlana
Prof. DK Monyeki
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
1.
2.
3.
4.
5.
6.
Salome.Mpherwane@ul.ac.za
Joyce.Mpya@ul.ac.za
Mkateko.Ngobeni@ul.ac.za
Sidney.Hanser@ul.ac.za
Mpumelelo.Cele@ul.ac.za
Khutso.Senyatsi@ul.ac.za
Office Q1021, Old Q-Block
Office Q1005 B, Old Q-Block
Office Q1005C, Old Q-Block
Office Q1024, Old Q-Block
Office Q1005A, Old Q-Block
Office Q1006/7, Old Q-Block
Office Q1040, Old Q-Block
Office 0046, aquarium unit opposite
CSIR Space centre
Telephone
No.
(1)
(2)
(3)
(4)
(5)
(6)
2276
4109
2953
3960
2242
4192
7. Lerato.Mosehlana@ul.ac.za
8. Moloko.Matshipi@ul.ac.za
9. Kotsedi.Monyeki@ul.ac.za
Consultation Time
(7) 4193
(8) Pending
(9) 2953
Mon to Fri 14:40-16:30
Lecture
Periods
9:00-11:00
Practical Tests: During each practical
session
Important Dates
Tentative semester tests dates: NB.
the dates may change. Information will Learning
Hours
be provided.
Mon, Wed & Thurs
16:40-18:00
Self-study:
36
Contact time: 80
Assessment:
TOTAL:
4
120
Semester Test 1: 08/3/2017
Semester Test 2: 06/4/2017
Mark Changes & mark complaints:
within 7 days of the release of marks.
Feedback: 7 days after test
Quarter/Semester
Module Structure
Assessment
Method
1st Semester
No. of Lectures:
22
No of Tutorials:
22
No. of Practical Sessions:
11
Description
Weighting
Theory mark
30% of final mark
2 formative tests
17% of final mark
Assignments
9% of final mark
Other (incl. class tests)
4% of final mark
Practical mark
30% of final mark
Practical assignments & tests
Main/Supplementary exam
40% of final mark
MODULE DESCRIPTION
In this foundation module, students will study certain health-related issues, as well as aspects to ensure
that they possess certain necessary “academic” skills. It will give them knowledge to make informed
decisions about their studies and their lifestyle in general. The module should empower students to achieve
success in their studies as well as in their personal and professional lives in future.
MODULE OBJECTIVES


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Ensure that students have a sound foundation upon which to build their academic careers.
Empower students to make informed decisions about their studies and lifestyle in general.
Empower students to achieve success in their studies as well as in their personal and future
professional lives.
Encourage students to apply basic knowledge towards solving problem-based scenarios.
Develop students’ level of proficiency with regards to scientific communication.
MODULE CONTENT

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Respect for all forms of life
Reproductive systems and human development
Sexual health
Body rights
Sexual abuse identification prevention and dealing with their effects positively
Safety in my environment
Successful scientific communication
English for specific purposes
Successful study skills
Computer literacy
Planning utilization of renewable and non- renewable resources
LEARNING OUTCOMES


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
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Recognize the importance of having and showing respect for all forms of life.
Describe the basic features and functions of the human reproductive system.
Identify factors that may have an influence on the safety of everyday situations/environments.
Recognize the importance of responsible citizenship.
Communicate scientific information in a clear, logical, and accurate manner.
Compare and contrast different study methods.
ASSESSMENT CRITERIA


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
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



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Distinguish between different life forms.
Discuss the concept of “respect for all forms of life”.
Relate the principles of various globally recognized declarations to local familiar settings.
Discuss the rights and responsibilities with regard to his/her own body.
Plan a financially responsible budget.
Identify structures and functions of the male and female reproductive systems.
Describe pregnancy and foetal development.
Compare the effectiveness of different contraceptive methods.
Explain the importance of practicing safe sex.
Identify potential hazards or hazardous situations in everyday home/work/laboratory situations.
Suggest how to change unsafe situations.
Provide examples on how to avoid hazards or unsafe situations.
Collect scientific information using various reputable sources (e.g. library, internet).
Present scientific information in various forms (e.g. oral presentation, written documents, multimedia).
Distinguish between various study methods.
Compare the advantages and disadvantages of different study methods.
Design alternative study method(s).
REFERENCE MATERIALS FOR THE MODULE
Prescribed Textbook:
Bailley, S. 2011. Academic writing: Handbook for International students; 3rd edition. London and New
York: Routledge.
Gillet, A., Harmond, A. & Martala, M. 2009. Inside Track: Successful academic writing. Cape Town:
Longman.
Additional notes will be supplied to students.
Additional Recommended Textbooks:
Marieb, E.N., Mitchell, S.J. & Smith, L.A. 2012. Human Anatomy & Physiology Laboratory Manual.
Steenkamp, R. & van Schoor, A. 2013. Occupational Safety and health (OSH): A TQM and quality of work
life approach. Cape Town: Juta.
Swan, M. 2009. Practical English usage: an international student’s edition. 3 rd ed. New York: Oxford.
Van der Walt, C. & Nienaber, A.G. 2012. English for law. 4th ed. Cape Town: Juta.
Waugh, A. & Grant, A. 2010. Ross and Wilson’s anatomy and physiology in health and illness. 11th ed.
New York: Churchill Press.
Ross and Wilson - Anatomy and Physiology in Health and Illness. Location number 612., in the university
library.
(http://timespharma.blogspot.co.za/2013/12/ross-and-wilson-anatomy-and-physiology.html for free
downloads)
Any anatomy and physiology book Library location 612
Additional notes will be supplied to students.
Additionally, any dictionaries that focus on English or Biology will be useful.
Any English dictionary
Additional References:
GetBodySmart
http://www.getbodysmart.com/
InnerBody
http://www.innerbody.com/
Mayo Clinic
http://www.mayoclinic.com/
United States Centers for Disease Control
http://www.cdc.gov/
VirtualBody
http://medtropolis.com/virtual-body/
World Health Organization
http://www.who.int/en/
http://www.nlm.nih.gov/medlineplus/ency/anatomyvideos/000074.htm
http://image.slidesharecdn.com/fertilizationpregnancy2-140606212938-phpapp02/95/lesson-43fertilization-pregnancy-11-638.jpg?cb=1402108218
http://www.biology.lifeeasy.org/68/what-is-the-process-of-implantation
http://www.fpv.org.au/sexual-health-info/contraception/
STUDENT FEEDBACK ON MODULE
Students will receive feedback seven days after assessments (class tests, semester tests, etc.) have been
completed. This feedback may be in various forms, e.g. discussions during contact sessions, electronic
feedback via online communication, etc.
Students are always welcome to consult with their lecturer(s), should there be any issue encountered during
the module. Serious issues should first be discussed with the relevant lecturer(s); if matters remain
unresolved, students may then take up the issue with the Head of Department.
MODULE POLICY (Including plagiarism, academic honesty, attendance etc.)
Plagiarism: THE ZERO TOLERANCE
Plagiarism is a serious offence! Copying of text from other students or from any other sources (including
the study guide and student notes) is not allowed. Brief quotations are allowed if it is indicated as such.
You should reformulate existing text and use your own words to explain what you have read. It is not
acceptable to retype existing text and just acknowledge the source in a footnote. Thus you have to relate
an idea or concept, without repeating the original author word for word – use your own words.
Absence from lectures:
Students are expected to attend all lectures. Since we follow a system of continuous assessment, the
lecturer might at any time do an assessment (unscheduled class test; assignment or group work) in class.
These assessments will contribute towards the final mark for the module. If a student misses an
assessment, he/she will get no marks for it, irrespective of the reason for missing the lecture.
Absence from practicals:
Students are expected to attend all practicals. A student is only allowed to apply for an aegrotat practical
assessment if he/she is in possession of a valid exemption document (e.g. Doctor’s sick certificate, letter
from SAPS, Death Certificate, letter from the traffic department, bursary officials or any government
department etc.), as described in rule G15 in the General Rules of the University of Limpopo. A student
may not be absent from more than four practicals in any module. Students will not be allowed to redo any
practicals.
All valid exemption documentation has to be submitted to the HoD within seven days after having missed
a practical, with the following information written clearly on the back of the document:






Surname and initials
Student number
Contact numbers e.g. Cell phone and/or telephone number and e-mail address)
Course registered for (e.g. SHEL011)
Date of assessment that was missed
Type of assessment missed (e.g. practical)
Absence from tests:
A student is only allowed to apply for an aegrotat if he/she is in possession of a valid exemption document
(e.g. Doctor’s sick certificate, letter from SAPS, Death Certificate etc., as describe in rule G15 in the General
Rules of the University of Limpopo. This evidence has to be handed to the HoD within seven days after
the test was written (e.g. if the test was written on 1 February, the documentation has to be submitted no
later than 13:00 on 8 February). The only exception to this rule is if the student is still in hospital at the given
time, in which case the medical certificate should be handed in as soon as possible. All valid exemption
documents should have the following information written clearly on the back:






Surname and initials
Student number
Contact numbers e.g. Cell phone and/or telephone number and e-mail address)
Course registered for (e.g. SHEL011)
Date of assessment that was missed
Type of assessment missed (e.g. modular test)
The date for the aegrotat is set at the start of the module. The HoD will arrange for a time that is convenient
to both the relevant lecturers and the student. If a student fails to attend the aegrotat, he/she will receive
no marks for the test. Aegrotats can be either written tests or oral examinations, depending on the decision
of the lecturer(s) involved.
Applications for aegrotats for examination papers should be submitted to the office of the Director of the
School for Molecular and Life Sciences within seven days after the examination paper was written. The
office of the Director will inform the Department of the aegrotat. Aegrotats for the main examination will be
the supplementary examination.
ADDITIONAL MODULE INFORMATION
NB. Students should be aware that a subminimum of 40% is required in the summative (or
supplementary) examination in order to obtain a pass for a final mark. (Refer to rules G13 and G14 of the
General Rules of the University of Limpopo.) Therefore, if a student enters the exam with a high module
mark, but doesn’t manage to obtain 40% in the summative (or supplementary) examination, it is entirely
possible for that student to obtain a 50% final mark, but still fail the module!
ADDITIONAL MODULE INFORMATION
NB. Students should be aware that a subminimum of 40% is required in the summative (or
supplementary) examination in order to obtain a pass for a final mark. (Refer to rules G13 and G14 of
the General Rules of the University of Limpopo.) Therefore, if a student enters the exam with a high
module mark, but doesn’t manage to obtain 40% in the summative (or supplementary) examination, it is
entirely possible for that student to obtain a 50% final mark, but still fail the module!
TENTATIVE SCHEDULE OF LECTURES
Date
Topic/Activity
Practical 1: ICT
30/1/2017
–
03/2/2017
Lectures 1 & 2: Introduction; respect for all life forms
Tutorials 1 & 2: Academic writing
06/2/2017
Practical 2: CAE
–
10/2/2017
Lectures 3 & 4: Lectures 3-4: Male reproductive physiology
13/2/2017
–
17/2/2017
Practical 3: CAE
Tutorials 3 & 4: Group Dynamics
Lectures 5 & 6: Female reproductive physiology
Tutorials 5 & 6: Dictionaries
20/2/2017
Practical 4: CAE
–
24/2/2017
Lectures 7 & 8: Pregnancy and human development
27/2/2017
–
03/2/2017
Practical 5: Tables and Graphs
Tutorials 7 & 8: Reading Techniques
Lectures 9 & 10: Pregnancy and human development
Tutorials 9 & 10: Reading techniques
06/3/2017
Practical 6: Slide shows & presentation skills
Lectures 11 & 12: Contraception, safe sex and family planning
My Body My Rights
Tutorials 11 & 12: Introduction to the writing process
NB. 08/3/2017
11/3/2017
13/3/2017
–
17/3/2017
Semester Test 1: Lectures 1-12 & Tutorials 1-12
Tutorials 12: Introduction, conclusion, organising paragraphs
Practical 7:
Lectures 13 & 14: my body my rights
Tutorial 13 & 14: Introduction, conclusion, organising paragraphs
27/3/2017
–
31/3/2017
Practical 8: Writing exams
Lectures 15 & 16: Rape, abuse and its effects
Tutorials 15 & 16: Types of writing (reflective, descriptive, critical &
argumentative writing)
Feedback: Semester Test 1
03/4/2017
Practical 9: Writing exams
Lectures 17 & 18: Safety
Tutorials 17: Types of writing (reflective, descriptive, critical & argumentative
writing)
NB. 06/4/2017
Semester Test 2: Lectures 7-14 & Tutorials 13-18
07/4/2017
Tutorial 18: Types of writing (reflective, descriptive, critical & argumentative
writing)
10/4/2017
–
13/4/2017
Practical 10:
Lectures 19 & 20: Planning
Tutorial 19 & 20: Types of writing (reflective, descriptive, critical &
argumentative writing)
18/4/2017
–
21/4/2017
Practical 11:
Lectures 21 & 22: Planning continues……
Tutorials 21 & 22: Types of language in academic writing
Feedback: Semester Test 2
24/4/2017
–
28/4/2017
Practical 12:
Lectures: 23 & 24:
Tutorials: 23 & 24: Types of language in academic writing
02/5/2017
_
05/5/2017
08/5/2017
Practical 13:
Lectures: 25 & 26:
Tutorials 25 & 26: Visual information & numbers
Revision
_
12/5/2017
Revision
F LIMPOPO
YO
UN
I VERSIT
Faculty of Science and Agriculture
STUDY GUIDE: DEPARTMENT OF PHYSIOLOGY AND ENVIRONMENTAL HEALTH
2017
Health Education and Life Competencies I
SHEL011
Number of credits:
Semester offered:
12
1
Prepared by:
Ms M Cele & Ms SK Mpherwane
University of Limpopo
Content evaluated by:
Mr H Malan
University of Limpopo
Copyright:
Department of Physiology & Environmental Health
School of Molecular and Life Sciences
University of Limpopo
SHEL011
STUDY GUIDE 2017
TABLE OF CONTENTS
1 MODULE INFORMATION ..................................................................................................................... 3
1.1
Guidance on how to use this study guide ....................................................................................... 3
1.2
Overview of module ....................................................................................................................... 3
1.3
Learning outcomes and assessment criteria .................................................................................. 4
1.4
Assessment information ................................................................................................................. 4
2 FACILITATION SCHEDULE .................................................................................................................. 5
2.1
Facilitators ...................................................................................................................................... 5
2.2
Schedule ........................................................................................................................................ 5
3 DETAILED CONTENT ............................................................................................................................ 6
3.1
Health............................................................................................................................................. 6
3.2
English ........................................................................................................................................... 6
4 THEORY ASSIGNMENTS ...................................................................................................................... 6
4.1
Teamwork ...................................................................................................................................... 6
4.2
Evaluation and assessment ........................................................................................................... 7
4.3
Discipline ........................................................................................................................................ 8
4.4
Safety ............................................................................................................................................. 8
5 COVER PAGES FOR THEORY AND PRACTICAL ASSIGNMENTS .............................. ………….. 17
ii
SHEL011
1
1.1
STUDY GUIDE 2017
MODULE INFORMATION
Guidance on how to use this study guide
This study guide serves only as a guideline or “map” to the successful completion of the module. It does not replace
either the lectures or the textbook and notes. Students should however study the information in this guide carefully since
all the important dates for the module and other important information pertaining the rules and regulations of the
Department of Physiology and Environmental Health is contained in it.
1.2
Overview of module
1.2.1
Purpose and learning objectives
After the successful completion of this module the student should have a clear knowledge and understanding of
various elements of writing academically and Show sensitivity for appropriate and correct English as a writing mechanism.
The student will also be able to produce coherent and cohesive academic texts appropriate in Science. Students should
further be able to make informed decisions when it comes to sexual orientation and sexual health as well as caring for the
environment.
1.2.2
Content assumptions
When entering this module students are expected to have a good understanding of written texts in English.
Furthermore have basic life skills knowledge concerning everyday life of a young person.
1.2.3
Structure
This module has a duration of 18 weeks, divided as follows:
Lectures and formative assessment:
Preparation:
15 weeks (30 January – 13 May 2017)
1 week (15 may – 20 May 2017)
Summative examination:
3 weeks ( May – June 2017)
Supplementary examination:
1 week ( June – June 2017)
1.2.4
Presentation methodology
In this module, you get the opportunity to study how knowledge of the basic human physiology is applied in practice,
health and environmental hazards as well as infertility. It is important that you understand all concepts and processes that
are explained in class as well as those you are required to do as self-study. You will often require the knowledge gained
in one lecture, or in a section of self-study work, to understand the following lecture, or section of work.
You may find parts of the work difficult. View it as a challenge. Please feel free to ask questions during the lecture
or practical. You may also make an appointment with the lecturer or practical instructor to discuss your problem. Please
remember that consultation with lecturers or the practical instructor at any other time is by appointment. The onus is on
you, the student, to establish consultation times with your lecturer. Remember that it is your responsibility and right to
consult the lecturer or practical instructor if you experience a problem with your studies.
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STUDY GUIDE 2017
This study guide only serves as a framework for the work that will be done during this module. To encourage
students to work and study on their own, not all the theory work will be done during the lectures and students will be
expected to do some of the sections as self-study. Note that lecturers expect students to prepare for each lecture and
practical and to revise the section of the work as they are completed. There will be regular assessments throughout the
module.
Your practical group may be expected to prepare at least one presentation of a topic related to the work covered in
the module. In such cases you have to submit your slide show (in Microsoft PowerPoint 2007/2010 format). All
presentations for that session will be copied onto a CD or USB flash drive to prevent technical problems during the
presentations. Slide shows that are not on this CD or USB flash drive will not be presented and the group will receive no
marks for the presentation.
Please note that some lecturers have a wooden box on the wall, either to the left or right of the office door. Use
these boxes for all submissions (theory and practical).
1.3
Learning outcomes and assessment criteria
1.3.1
Critical cross-field outcomes
Besides the learning outcomes of this module we also intend students to be able to:

Identify and solve problems and make decisions using critical and creative thinking.

Work effectively with others as members of a team, group, organisation, or community.

Organise and manage themselves and their activities responsibly and effectively.

Collect, organise, analyse, and critically evaluate information.

Communicate effectively using visual, mathematical and/or language skills in the modes of oral and written
presentations.

Use science and technology effectively and critically, showing responsibility towards the environment and others.

Demonstrate an understanding of the world as a set of related systems, by recognising that problem-solving
contexts do not exist in isolation.
1.4
Assessment information
All assessments will count towards the final mark. All theory and practical assessments are official assessments of
the University of Limpopo and therefore the rules for examinations will apply to each of these assessments. Breaking any
of these rules will be reported to the HoD who will then take the necessary corrective actions.
Students should rectify any calculation or marking mistakes as soon as possible after receiving an assessment
back. The last practical of each module will be dedicated to any final mark changes. No marks will be adjusted after the
end of this practical. The adjustment of marks can only be done by the lecturer or the practical instructor and not
by student assistants!
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SHEL011
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STUDY GUIDE 2017
FACILITATION SCHEDULE
2.1
Facilitators
2.1.1
Theory lecturers
All theory lecturers are located on the 1st floor of the Old Q-Block Building.
2.1.2
Practical instructors
During this course, the responsibility for practical sessions lies primarily with the academic staff member teaching
the section covered by the specific practical, or in some cases, with staff members other than the lecturer responsible for
the theory lectures. Students are advised, when problems regarding practicals arise, to communicate with these
individuals.
2.2
Schedule
On the next page you’ll find a calendar containing this module’s schedule for all lectures, practicals, class and
semester tests, as well as submission dates for assignments and other important dates. Please take note of these dates,
as there will be no reminders in class! Although every care was taken to ensure the correctness of this calendar, note that
the dates and programme are subject to change. Any changes to the schedule will be communicated ahead of time in
class, on the department’s notice boards, and on the module’s BlackBoard site.
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STUDY GUIDE 2017
DETAILED CONTENT
3.1
Health
 Introduction
 Respect for all life form
 Male reproductive physiology
 Female reproductive physiology
 Pregnancy and human development
 Contraception, safe sex and family planning
 My body my right
 Rape, abuse and its effects
 Safety at home, in the lab and at work
 Planning
3.2
English

Introduction to writing

Understanding and engaging in academic writing

Essay writing

Introduction and Conclusion

Cohesion

Organising paragraphs

Re-writing and proof reading

Cause and effect

Prefixes & suffixes

Argumentative writing

Writing models (report writing, case studies)
4
THEORY ASSIGNMENTS
The theory assignments may include practical sessions covering library information, computer literacy and CAE
assessments. Students are encouraged to attend sessions with the mentioned bodies as well as write their assessments.
4.1
Teamwork
Should there be any group work please note that your team number will be entered next to your name on a class
list. If you experience a problem with your team members you (as a team) have to report the issue in writing to the practical
instructor, who will deal with the issue. If the practical instructor cannot solve the problem, you may report it, in writing, to
the HoD. Students will only be allowed to move from one team to another in exceptional cases and at the discretion of the
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STUDY GUIDE 2017
practical instructor, lecturer or HoD. Movement between teams or groups therefore has to be discussed with all individuals
involved. It is the responsibility of the team to name a team leader and to inform the practical instructor who this will be.
The team leader will take the leadership responsibilities of the group, including reporting any discrepancies. If the practical
assignment of a specific practical is a group assignment, only the names of the group members who are present in the
practical may appear on the cover page of the practical assignment. Should the name of a student that was absent
from the practical appear on the practical assignment, the entire group shall be penalized by subtracting 20% off
their marks for that assignment. The absentee will get a zero for the practical and the issue will be reported to the HoD.
Much of the practical work and some of the theory work that you have to do should be done as a team. Being able to
successfully work as part of a team is a skill that is required by many employers today and learning this skill early in your
life will therefore be to your advantage. When working in a team there are some aspects that you have to keep in mind:

It is important to get along with other members of your team. Do not let personal issues get in the way of proper
and effective teamwork.

It is of the utmost importance to have the contact details of all the members in your team so that you can stay in
contact with each other and be informed of team meetings and changes in the times of these meetings.

All the members of your team do not have the same skills. Each member usually brings something special to the
team. Learn to recognize the special skills of your team members and use each member as effectively as possible.
For instance, one person may excel in the use of computers and the Internet. It only makes sense to allow this
person to show the rest how to do proper literature searches on the Internet and how to use a computer properly.
Another team member may be good at writing, so allow this person to write the reports with the help of the other
team members.

Under no circumstances should some team members be allowed to do no work while the others have to do all
the work. In a team everybody has to work together to obtain the objective, whatever it may be.
4.2
Evaluation and assessment
The total amount of marks that are allocated to each practical session is 50. In each practical session, students will
be assessed in two categories. The first is a test on the content of the practical and the second is an assignment done
either individually or as a group.
The test can be written before, during or after the practical session, and will contribute a total of 25 marks. The
purpose of the test is to determine whether students prepared for the practical session, and in cases where the test is
written during or after the practical, to determine whether students understand the work done in the practical session.
Please note that these practical tests are official tests and replace the practical examination. Therefore, all rules and
regulations for examinations apply, as stipulated in the General Rules of the University of Limpopo. Breaking any of these
rules will be reported to the HoD, who will then take the necessary corrective actions.
The practical assignment has a mark allocation of 25, should be completed during the practical session, and is
submitted at the end of the practical. No student will be allowed to submit a practical assignment after the end of the
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STUDY GUIDE 2017
practical. In the practical session, some of the marks for the practical assignment will be allocated for neatness and
discipline.
The last practical session of the module will be devoted to mark changes. Students will receive all assessments,
except Semester Test 2, before or during this practical session. The memoranda for all assessments will be available on
the notice board before this practical session. It is the responsibility of every student to ensure that there are no marking
or calculation errors on any assessment. Any such problem should be reported to the relevant lecturer (in the case of
theory assessments) or to the practical instructor (in the case of practical assessments). NB! Mark changes will only be
made if accompanied by the original assessment! All mark changes have to be done during this practical. No mark
changes on any of the assessments, except Semester Test 2, will be allowed after the completion of this practical session.
4.3
Discipline
Practical sessions are much more informal than theory lectures, but good discipline in a practical session is
essential to the successful completion of the practical. Students are therefore expected to abide by the rules stipulated
below. Should a student or group of students fail to abide by these rules, the issue will be reported to the HoD, whom, in
consultation with the practical instructor and the lecturers for that module, will then decide on an appropriate action.
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Students should keep quiet when the practical instructor or one of the student demonstrators (assistants) wants
to speak to the class.
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All waste products have to be disposed of immediately in the correct way. This includes tissue, waste paper,
pencil saw dust and rubber rubbles.
4.4
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All sharps have to be disposed of in a sharps container.
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No writing is permitted on the desks on any other furniture.
Safety
Safety is important in any occupational setting, including laboratories. It is important to remember that your health
and that of your friends may be at stake if you do not keep to the safety regulations in the laboratory. It is therefore the
duty of each student to insure that he/she, as well as any other student, does not put the safety or health of any person
in danger through their actions. If a student becomes aware of somebody breaking the safety regulations, he/she has to
report it to the practical instructor immediately. If the practical instructor is not available at that stage, the incident should
be reported to one of the student demonstrators. Remember that when you are working with human or animal tissues, it
is important to wear gloves (and safety glasses when necessary) and to dispose of the tissue in the correct way, to prevent
the spread of diseases.
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Recommended books
Swan, M. 2009. Practical English usage. An international student’s edition. 3 rd ed. New York: Oxford.
9780194420990.
Van der Walt, C & Nienaber, A.G.2012.English for law students.4th ed. Cape Town: Juta. 9780702182174.
Course content
The following tables clearly indicates what is to be achieved (the learning outcomes) and how they will be assessed
(assessment criteria) to determine whether the required knowledge and competences have been achieved.
Unit 1. Introduction (English for specific purposes)
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What is ESP?.
What is English for academic purposes and or occupational purposes (EAP,EOP)
What are the specific needs for students?
What is the relationship between ESP Learner autonomy?
The interaction between language knowledge and content knowledge
Unit 2. Understanding and engage in academic study
Primary source: Beekman et al., chapter!, pp.1-14
After completion of this study unit you should be able to :
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Demonstrate and understanding of the demands of academic study
Know what knowledge; skills, attitudes, and values students require to succeed in their studies
Understand requirements of academic tasks
Understand the requirements of academic reading and writing; and
Understand the links between reading, thinking and writing in academic study
Unit 3. Academic writing
Primary source: Whitaker,A 2009. Academic writing guide. A step-by- step guide to writing academic papers.
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Irvin.L.L. 2010. What is “academic” writing? Reading and writing, 1.
After this unit, the students should be clear about:
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What academic writing is (essentially the writing you have to do for your university courses?)
It’s a form of evaluation seeking the demonstration of knowledge, proficiency and certain disciplinary skills of
thinking, interpretation, and presentation in a given field of study.
Goal of academic writing
Principles of academic writing
- clear purpose: persuasive, analytical, and informative purposes
- audience engagement
- clear point of view
- single focus
- logical organisation
- strong support
- clear and complete explanations
- writing style
- the rule that override all the above principles
Always follow the directions of your instructor to be able to:
Analyse an assignment question to show understanding of the task
Investigate a topic
Plan an assignment by means of a mind map or outline
Write a draft of the assignment
Write an appropriate introduction and conclusion
Revise the assignment draft using a checklist
Edit the assignment draft using a checklist
Use the Harvard reference system
Unit 4. Reading for study purposes and argumentation
Primary Resource: Beekman et al., chapter 3,pp26-52
Secondary Resource: Bailey chapter1,pp 9-23
After completing the unit, the students should be able to:
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Find suitable texts
Develop critical approaches
Draw background knowledge to understand the text
Understand how academic texts are structured
Identify the purpose of reading tasks
Using the appropriate strategies, such as skimming
Read diagrams and tables
Understand arguments and main claims
Understand supporting evidence
Distinguish between fact and opinion
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Identify conclusions
Unit 5. Descriptive writing
Primary source Gillet et al., chapter 7, pp114-133
After the completion of this unit is completed, students should have clear understanding of the following:
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Defining
Describing things
Describing processes (instructions and sequences)
Charts and diagrams
Classification/categorising
Reporting
Unit 6. Personal and reflective writing
Primary source Gillet et al chapter 9, pp163-177
After the completion of this unit is completed, students should be able to:
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Identify the levels of reflection
The language of reflection
Judge the quality of reflective writing
Reflect on their studies
Realise the level of personal development (SWOT analysis)
Unit 7. Writing critically
Primary source Gillet et al chapter 8, pp135-161
After this unit, students should be competent on the following:
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Writing critically
Arguing and discussing
Providing reasons and explanations
Arguing a point of view (generalisations and cautious language)
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Evaluating a point of view (advantages and disadvantages)
Comparing and contrasting (superlatives and comparatives)
Unit 8. Research and proposal writing
Primary source Gillet et al chapter 4, pp39-58
The students should ask themselves and answer the following six questions to draft a meaningful proposal and
conduct a good research paper:
 Why research is needed in that area?
 What research is needed?
 How is it going to be done?
 When should it be done?
 Where should it be done?
 Who are your audience?
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Unit 9. Visual information
Primary source: Bailey 2015, 4th ed chapter 2,pp 146-150
At the end of the unit, the students should be able to:
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Identify the types of visual aids necessary for academic work
Understand the terminology used in describing graphs
Identify and describe trends
Understand specific events displayed in graphs
Explain the trends; Relate certain events to others;
And then suggest reasons for what happened or happens
Understand the language of change
Unit 10. Numbers
Primary source: Bailey 2015, 4th ed chapter 3,pp 183-185
Recommended source: Porter, T.M.1995…part 1 pp9
Students should be conversant with:
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The language of numbers
Percentages
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 Simplification
 Objectivity
 Statistical data;
And also need to acknowledge that even though, the symbols and numbers are reliable, they not sufficient on their
own. Instead, they require theory and mathematical coherence to make sense.
Unit 11. Accuracy in writing (Cohesion)
Primary Resource: Beekman et al., chapter 6,pp63-64
Secondary Resource: Bailey chapter1,pp 77-81 & chapter 2,pp115-117
After studying this unit, students should be able to:
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Use reference words to prevent confusion
Construct meaningful sentences
Understand paragraphs as a cluster of meaning
Write functional paragraphs
Use appropriate linking devices or words/phrases to connect ideas; and
Connect paragraphs logically
Use of dictionaries and developing vocabulary
Primary sources: dictionaries & Beekman et al., chapter 2,pp15-25
Students should know how to:
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use a dictionary to find a rightful meaning based on context;
Be able to follow the signpost words to find correct definitions
Acknowledge the proper descending order of frequency in dictionaries
Deal with new words by following context clues such as:
o Definition context clue
o Synonym context clue
o Antonym context clue
o Descriptive context clue
o Summary context clue
Develop and build their vocabulary by considering:
o Root words
o Prefixes
o Suffixes;
and knowing a word
learn academic or subject-specific vocabulary
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Punctuation and grammar; Articles and prepositions all covered in “Practical English usage. An international
student’s edition (2009 ,3rd ed) by Michael Swan Oxford.
HEALTH LITERACY
Respect of all life forms
Objectives
At the end of this section the student should be able to describe, explain and contextualize
Social respect of life forms
Ecological respect of life forms
Human reproductive system
Objectives
At the completion of this study section the student should be able to:
1. identify structures and describe functions of the male and female reproductive systems.
2. describes the structures of the ovary and testis, and explain how they produce sex cells.
3. explain the paths of both the egg and sperm, and describe the hormonal controls and
accessory organs needed for the fertilization.
4. describes the events of the hormonal, ovarian and menstrual cycles and the physiological
links/influences between them).
5. describe explains the major events of pregnancy and child birth and hormones involved.
6. understand that human sexuality and reproductive sexual health can only be understood on the basis of
basic knowledge of the anatomy and physiology of the male and female reproductive systems.
Male Reproductive System
Reproductive Structures
Testes
Structure of the Testes
Endocrine Functions of the Testes
Spermatogenesis
Structure of Spermatozoa
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Spermatic Ducts, Accessory Reproductive Glands, and the Urethra
Spermatic Ducts
Accessory Reproductive Glands
Urethra
Penis
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Erectile bodies of the penis (corpus cavernosa and corpus spongiosum)
Mechanisms of Erection, Emission, and Ejaculation
Erection of the Penis
Emission and Ejaculation of Semen
Other accessory reproductive structures
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Perineum and Scrotum
Perineum
Scrotum
Female Reproductive System
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Position, structure and function of ovaries (primary sexual organs)
Ovulation and Menstruation
Hypothalamic, pituitary and ovarian axis
Gonadotropic Hormonal, ovarian and menstrual cycle and control
Secondary Sex Organs
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Uterine Tubes
Uterus
Vagina
Vulva
Mechanism of Erection (Clitoral) and Orgasm
Visit any site on internet to study the mechanism include all substances involves.
Conception, pregnancy and child birth (parturition)
At the end of this section the student should be able to:
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Explain basic processes of fertilisation, embryology and child birth.
Link the processes of conception, pregnancy and child birth (parturition) to the hormonal control involved.
Contraception effects and side effects
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Identify and familiarise with different categories of contraceptives
Describe and explain their mechanisms of action
Explain how side effects of contraceptives come about and how to solve each one where possible.
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Using internet, search and compile a list of other effects of contraceptives other than contraception
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Sexual assaults and crimes
At the end of this section the student should be able to:
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Describe, explain and contextualize sexual offences.
Identify risky sexual situations; prevent as far as possible the occurrences.
Explain the emergency measures to be taken after sexual assault reporting and ways of getting
counselling and support systems.
Deal positively with stigma through counselling
Safety
At the ends of this section the student should be able to:
Identify, prevent hazards and risks in classes, laboratories, homes, environment and roads.
Differentiate between man- made and natural disaster, harzards and risks.
discuss similarities and differences between natural and man-made betwee
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Planning
At the completion of this study section the student should be able to:
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Display time, financial, space and other resource management including human capital.
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Appendix
5
COVER PAGES FOR THEORY AND PRACTICAL ASSIGNMENTS
This section contains cover pages for your theory and practical assignments. It is your responsibility to print out
and attach a cover page to each of your assignments! Ensure that all the necessary information is filled in on these pages
before submitting your assignments.
THEORY ASSIGNMENT
MARKS
Group number: _________________
Surname and Initials:
Student number:
_______________________________________
_____________________
_______________________________________
_____________________
_______________________________________
_____________________
_______________________________________
_____________________
_______________________________________
_____________________
Number:
_____
Type:  Individual
Topic:
Module code:
Date of submission:
Lecturer/instructor:
Marker:
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MARK SHEET FOR THEORY ASSIGNMENTS
Aspect
Technical finish
Structure
Marks
Justified
2
Margins
2
Page number & layout
2
Line spacing
2
Font size
2
Font type
2
Bold
2
Paragraph structure
2
Spell check
2
Reference list (at least 5 references)
2
Own words
5
Content
25
TOTAL
50
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PRESENTATION SKILLS MARKS SHEET
Surname & Initials:
Date:
Student No.:
Module Code:
Topic:
On a scale from 1 to 5, with 1 being “very poor”, 3 being “satisfactory/adequate” and 5 being “excellent”, rate
the presentation under the following sections…
1. Preparation: How well prepared was the speaker? Did the speaker know the topic?
2. Focus: How focused was the presentation? Was the amount of information perhaps too much or too
little?
3. Comfort: How relaxed and comfortable was the speaker? Did the speaker seem too nervous? Did
the speaker forget sections of the presentation?
4. Order: How well did the speaker follow the order of the presentation? Did the spoken presentation
differ from what was shown on-screen?
5. Use of notes: How well did the speaker use (printed/on-screen) notes? Were the notes or on-screen
presentation being read word-for-word?
6. Speech: How well did the speaker actually speak? Was it loud and clear enough for the audience to
hear and understand? Was it too fast or too slow? Was proper scientific language used?
7. Eye contact: How often did the speaker make eye contact with the audience? Did the speaker only
look at the screen/printed notes?
8. Responding: How well did the speaker answer questions? Was the speaker able to provide relevant
answers?
9. Interest: Was it a very boring presentation? Was there something funny or interesting that will make
you remember the presentation?
10. Overall: What was your general impression of the presentation? How well did the speaker(s) convey
the information?
Total: 50
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POWERPOINT (PPT) MARKS SHEET
Surname & Initials:
Date:
Student No.:
Module Code:
Topic:
On a scale from 1 to 5, with 1 being “very poor”, 3 being “satisfactory/adequate” and 5 being “excellent”, rate
the presentation under the following sections…
1. Colour scheme: Text properly contrasting with background (i.e. dark text & light background; light
text & dark background)?
2. Legibility (readability) of text: Text size sufficient (minimum 18pt, preferably minimum 24pt)? Font
type clear and legible (e.g. Arial), or fancy and illegible?
3. Slide layout: Headings, subheadings, bulleted lists etc. used efficiently and correctly? Slides neat
and organized, or cluttered and disorganized?
4. Consistency: Layout, text size, colours, animations all similar throughout the presentation, or large
variations in any of the above?
5. Focus: Did the presentation address everything it promised? Did it deviate from the original goal?
Were the audience “captured’ or “lost”?
6. Progression: Did the presentation follow a sequential, logical progression of ideas? Clear path from
start to finish, or random travel?
7. Amount of information: Too much or too little information? Long, full sentences or short, concise
bullet points?
8. Supporting information: Images/sounds/animations/slide (or text) transitions used to support
primary information? Used sparingly to emphasize? Or only distracting?
9. Credibility: Information of good scientific nature? Or “general knowledge” and/or “rumour” type
information?
10. Technical editing: Spelling, grammar, capitalization, punctuation errors? Use of standardised
abbreviations?
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